1. Piaget and Vygotsky
Week 3 psychology

2. Teaching? No verb meaning ‘to teach’ in some vocabulary.
Children must be taught in order to lear
Schooling involves far more than a change in the place where learning and development take plce.
Rather, schools engender new and distinct forms of learning and lead to new ways of thinking.

3. Bruner Schooling? Engender new and distinct forms of learning and
Learning and development take place?
Engender new and distinct forms of learning and
Lead to new ways of thinking
Discussion about readiness for
learning
Relevance in the curriculum.
Discovery methods in learning
Factors that help to shape children’s capacities for disciplined, self directed learning and sustained, rational thinking.

4. Impact of formal education
Children’s adjustment to and for some, problems in school.
Readiness for learning
Relevance in the curriculum
Discovery methods in learning

5. Questions
What it means to be a teacher rests, amongst other considerations, on how we construe children-as-learners.
How should we go about the task of creating the conditions under which teachers and learners are enabled to fulfill their roles?
Do schools provide contexts within which anything approaching optimum conditions for teaching and learning arise?

6. How do people learn? How do you learn?

7. Social interaction in Vygotskian
Child cannot be taught and be learned
But is a direct product of both spontaneous and contrived social interactions between the developing child and more mature members of his community.
Explicit educational goals
Not synonymous with schooling
Implicit features of the social practices.
The developing child’s learning and understanding are orchestrated and extended through social interaction.
Informal teaching from peers, parents relatives etc.

8. Active Construction of surroundings in Piaget
Social interaction and experience is limited support and secondary role.
The child’s intercourse with the physical world (objects) provides the main constraints on and contributions on intelligence.
Children construct their own knowledge by acting upon objects in space and time.
Children actively construct their knowledge of the world.
And readiness of a child (stages)
acting upon objects
in space and time
First role is Readiness of a child for change

9. Wood’s explanation
Metaphors of mind: how do we talk about how we think? Thinking vs Acting?

10. Mental operation or thinking

11. Searching Metaphorically we think our memory is a place or a store
Looking for is in a location, somewhere
We may know that something that we can’t yet recall, but we know we know, is at the back of our mind and that we will recognize it when we find it.

12. Mental operation or thinking

13. Reasoning Imagining what would happen if…. Picturing, or
Making a mental model of ….

14. Mental operation or thinking

15. But
We are not always in control of our mental activity.

16. Metaphors of mind: how do we talk about how we think?
Mind remember, searching, looking for, from our memories. Metaphorically physically place or room
Reasoning picturing, making a mental model of, talking to oneself, image,, prove, or explain, demonstrate, more physical activities
Metaphor

17. Fundamental and demonstrable connections between the spatial, temporal and corporal aspects of practical activities and mental processes that we often describe in similar terms?
Mind, mental activity is fundamentally connected between physical action.

18. Vygotsky
Mental activities are not necessarily direct enactments, copies or recordings of external activities, but their nature and their structure are derived from them
The external, social plane is gradually internalized by the child as he develops until it forms his intellectual processes.
Creating a mental model  imaged actions, imagined consequences are derived from physical actions (e.g. moving chairs and desks to make every body have more space )

19. Would you please visualize your understanding?

20. Vygotsky Imaged actions using real activities Not a direct enactment
External, social plane
Internalize
Develops his intellectual processes.
Physical
Mental
Thought, viewed, is a substitute for overt action and permits trials whose errors are only imagined

21. Thinking before acting must have proved sufficiently reliable and valid to enable energy to be saved (mental activity consumes less time and food than overt action) and dangers to be avoided.

22. Thought as internalized action

23. Piaget shares with Vygotsky
a similar conception of the relations between action and thought.
Foundations of mental processes lie in action-in the world.
Consideration of motor activity
Human knowledge
&
Intelligence
Practical problem-solving

24. Initially, the newborn’s movements are reflex responses to internal and external stimulation. They don’t anticipate the impact of such stimulations. Things just happen to them
With experience, starts to discover some of the predictable patterns in his experience. Mobiles in his cot moves accidentally by his unintended motion. Undifferentiated experience or scheme.
Intending to produce anticipated end results through his own actions,  true practical intelligence (e.g. many tools for one goal)
Exhibits a sequence of different actions to achieve the same purpose  anticipating or desiring a state of affairs, being able to hold or represent what is sought in mind and trying out various actions that, in the past have accomplished desired ends,
Mental actions start to substitute for physical actions; action is being internalized to form thought

25. Would you please visualize your understanding?

26. Co-ordinations between actions and their sensory consequences
Sensory motor scheme
Co-ordinations between actions and their sensory consequences
Bedrock of all knowledge.
But the biology of human beings dictates that such sensory-motor learning is structured in the infant to form not only internalized actions’ but, ultimately, mental operations.

27. Operations of mind Mental actions and mental operations
Thought is internalized action

28. 7 years of age
Actions  perceptible change but not reversible or recognize invariant property (block configuration).
 Mental actions (relating to physical actions)  internalized action
 Mental operations are mental constructions which the child creates to make sense of his experience of the world. t

29. Sensory motor learning mental operations ?
Their effects can be reversed (an observed).
Understanding there are variant and invariant properties and some actions changes the configuration of the blocks is operations.
Piaget; under 7 do not recognize
Recognizing the fact is operations.
Mental operation
Physical activities

30. Such mental operations are abstracted from physical and mental actions, they have a special status.
Although, they are derived from practical experience they are not a direct product of learning in any simple sense.
One may observe an action but not an operation.
Operations are mental constructions which the child creates to make sense of his experience of the world.

31. Piaget Logical thinking is a fundamental barometer of mature thinking
As he was a genetic epistemologist.

32. Piaget’s approach to language and cognition

33. Perception and thought
If Piaget places action at the foundation of thought, where do perceptual images and verbal thinking come on the scene?
How does Piaget’s theory tackle the notion of mental images and what implications does his view have for teaching and learning?

34. Perception and thought
Piaget relegates perception to action.
Infant sees an object, what he perceives, recognizes and shows about it depends upon his past actions. (schemata?)
Perception, also involves activity.  what we see is determined, in part, by where we look what we remember is largely dictated by what we attend to.
A child’s ability to control where and how he looks at things is itself determined by his stage of development.

35. Preoperational children don’t have logic.
Unreliable and idiosyncractic than ---
Any attempt to teach them by demonstrating how things work is bound to fail.

36. Language and thought

37. Piaget
The most widely reported difference of opinion between Vygotsky and Piaget.
For Piaget Language exerts no formative effects on the structure of thinking
It doesn’t create the structure of thinking but facilitate its emergence
Through talking the child’s thinking becomes socialized.
But before 7 children have no conversation bearing upon logical or causal relations,
Not able to discuss things rationally, understand story but cannot stand in other people’s shoe nor understand what they are saying from their perspective.
One must start from the child’s activity in order to understand his thought; and his activity is unquestionably egocentric and egotistic.

38. Vygotsky
Children do not think like adults and applauded the fact thet, unlike most child psychologists before him, Piaget did not simply set out to discover what children could not do in comparison with adults, but sought to find out what they could do and what they actually did.
Childhood speech is not a personal, egocentric affair but the reverse, social
Collective monologues is verbal thinking

39. Language and thought Perceptions: realization, recognition.
Thinking: thinking logically and leads to a certain action.
Language for Piaget, is a system of symbols for representing the world. As distinct from actions and operations which form the processes of reasoning
Teaching a certain word, number, or teaching the abstract, invariant property that we call number, (e.g. blocks) do not work until a child reaches to an operational thinking.

40. So
Such an understanding is constructed by the child through his own, self-selected problem solving; not through any direct efforts of his teachers.

41. Task
Look at the activities and think about the optimal way of learning phonics for pre-operational thinkers.

42. Vygotsky ZPD Help Scaffolding Help Scaffolding Child’s capacity Help

43. Talk and thought Piaget Monologue under age 7 Egocentric nature
No conversation
Monologue &
Talk
under age 7
Vygotsky
Monologue under age 7
Self-regulating
Self-control-by-others
Social Activities

44. Vygotysky
Where Piaget views young children’s play and talk as a manifestation of a natural desire to manipulate and assimilate the physical world, laying down the sensory-motor and intuitive foundations for mathematical and logical operations, Vygotsky sees it as a product of social experience and evidence for the emergence of intellectual self control.

45. Processing information: on becoming an expert
Piaget: cybernetician: the study of self-organizing systems’ that develop towards stable and efficient functioning, governed by universal principles of structure and function, was of central relevance to his endeavour, so it is no surprise that he should have been attracted to the ideas of cybernetics.

46. Do children become better at processing information as they develop?
Can learning usefully be viewed as information processing, memory as information storage and knowledge as information structures?
Answer to these questions using Woods’ ideas and yours with some examples.

47. Homework.
Explain what thinking and learning means from Vygotskian and Piagetian view.
Read chapter 5 & 6 in Book 1.
Answer to the following questions
Try to find some activities that match with the development of these infants.

48. Questions
Chapter 5 2. Are you more convinced by claims about infants' knowledge of objects that are based on infants' manual action (for instance, object search) than claims based on longer looking at an event that violates a principle of reality?
3. Select a study using the violation of expectation technique and see if you can think of an alternative explanation of the results that does not assume high-level knowledge of the world on the part of the infant.
4. Think of what awareness of self and others infants must possess to explain their ability to imitate facial gestures.   Chapter 6 1. What evidence would you need to be convinced that expressions of emotion are innate? Are there some emotions that cannot be innate?
2. We know that newborns mirror the emotional expressions of adults. How could we tell whether this is evidence for emotional understanding or simply imitation of the facial expression without any understanding?
5. Bowlby argued that attachment behavior was aimed maintaining proximity between infant and caregiver. Think of the different ways in which infants could achieve proximity and how they are liable to change with age.